Arthur Street School

School Report

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.

About the School 

Arthur Street School provides education for students from Years 1 to 8. The school’s current roll is 219. 45% of students are Pākehā/New Zealand European, 11% identify as Māori, 5% as Pacific, 31% as Asian and 7% as Middle Eastern, Latin American and African. The school’s vision is empowering learners for life. This vision is supported by the school values of whakamana (respect), whaimana (responsibility) and whakamahi (resilience).

Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

Improvement and progress

This section is about the progress the school has made since the December 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school focused on evaluating the impact of teaching and learning to ensure learners are making sufficient progress, particularly in writing and mathematics. 

Findings 

Teaching and learning focus on key foundational skills in writing, reading and mathematics, teachers adjust their teaching programmes in response to learner feedback. Teachers continue professional development and learning to evaluate strategies that are successful. Achievement is increasing and progress is being made to accelerate at risk students’ writing, reading and mathematics. The progress and achievement of target learners is tracked and areas identified for individual and small group support.

What we know about learner success

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.

Achievement in Years 1 to 8

This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.

• The large majority of learners attend school regularly.
• The school is approaching the target of 80% regular attendance.
• The school has a suitable plan in place to improve attendance.
• Regular attendance is improving towards or beyond the target.
• Chronic absence is reducing over time. 

Assessment 

This section is about how the school assesses learner progress and achievement.

• The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
• Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

Progress

This section is about how well the school supports all learners to make sufficient progress.

• The school has good quality planning to increase the rate of progress for all groups of students.
• The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
• The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
• The school is making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority. 

Next steps for improvement

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.

Areas of strength

• Learners experience a positive and inclusive environment that supports their wellbeing and engagement in learning.
• Leaders and teachers prioritise high-quality teaching across the school, leading to progress and achievement in foundational skills delivered through a broad and rich curriculum.
• Leaders strategically build capacity across the school by promoting shared leadership and a collaborative staff culture.
• Positive relationships between the school and community are evident, including effective communication approaches. The school continues to provide opportunities for the school community to participate in strategic decision making. 

Key priorities

• Extend and sustain high levels of progress and achievement in writing for all learners.
• Further integrate te reo, tikanga and te ao Māori across the school curriculum to increase engagement.
• Further refine processes to grow school governance capability.
• Increase and maintain regular attendance. 

Actions to bring about improvement 

Within six months:

• leaders provide professional development to further improve progress and achievement in writing
• leaders and teachers further embed te reo, tikanga and te ao Māori across the school curriculum
• board members access professional development opportunities to further develop capacity in governance
• leaders and teachers refine current attendance strategies across the school to improve regular attendance

Every six months:

• leaders and teachers report to parents and whānau on learner progress in writing; use teacher reflections on writing, reading, mathematics, spelling and wellbeing data gathered from their classes to adapt teaching and learning practices
• leaders review attendance trends, evaluate the impact of current initiatives and adjust approaches as needed

Annually:

• leaders evaluate the impact of strategies used to foster high levels of progress and achievement in writing and identify steps to refine improvements
• leaders review the use of te reo, tikanga and te ao Māori across learning areas and identify ways to continue to improve programmes 
• the board evaluates its own performance and uses this to inform governance processes and outcomes
• leaders evaluate annual attendance outcomes and use this information to plan next steps to further increase regular attendance rates.

Expected outcomes

• Improved rates of progress and achievement for all learners in writing.
• The effective integration of te reo, tikanga and te ao Māori across the school curriculum.
• Improved school governance.
• Regular attendance meets the Government target of 80%.

Regulatory and legislative requirements

This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students. 

Board assurance with regulatory and legislative requirements

This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.

During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:

Board administration

Yes

Curriculum

Yes

Management of health, safety and welfare

Yes

Personnel management

Yes

Provision for international students 

This section is about the quality of the provision of education for international students enrolled at the school.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school  has attested that it complies with all aspects of the Code.

No international students were enrolled at the time of the ERO review.

The next public report on ERO’s website will be a School Report and is due within four years.

Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children

Sharon Kelly
Director of Schools

23 March 2026